The assessment of source code in university education is a central and important task for lecturers of programming courses. In doing so, educators are confronted with growing numbers of students having increasingly diverse prerequisites, a shortage of tutors, and highly dynamic learning objectives. To support lecturers in meeting these challenges, the use of automated programming assessment systems (APASs), facilitating formative assessments by providing timely, objective feedback, is a promising solution. Measuring the effectiveness and success of these platforms is crucial to understanding how such platforms should be designed, implemented, and used. However, research and practice lack a common understanding of aspects influencing the success of APASs. To address these issues, we have devised a success model for APASs based on established models from information systems as well as blended learning research and conducted an online survey with 414 students using the same APAS. In addition, we examined the role of mediators intervening between technology-, system- or self-related factors, respectively, and the users' satisfaction with APASs. Ultimately, our research has yielded a model of success comprising seven constructs influencing user satisfaction with an APAS.

翻译：在大学教育中，源代码评估是编程课程讲师的一项核心且重要的任务。然而，教育工作者正面临学生数量增长且背景差异日益扩大、助教短缺以及学习目标高度动态化等挑战。为支持讲师应对这些难题，使用自动化编程评估系统（APAS）是一种有前景的解决方案——该系统通过提供及时、客观的反馈来促进形成性评估。衡量这些平台的有效性与成功程度，对于理解如何设计、实施和使用此类平台至关重要。然而，现有研究与实践中缺乏对影响APAS成功因素的统一认识。为解决这些问题，我们基于信息系统领域及混合式学习研究的成熟模型，构建了一个APAS成功模型，并对使用同一APAS的414名学生开展了在线调查。此外，我们还考察了分别介于技术因素、系统因素或自我因素与用户满意度之间的中介变量作用。最终，本研究得出一个包含七个构念的成功模型，这些构念共同影响用户对APAS的满意度。